This paper is concerned with the kind of messages about science conveyed to 23 young gifted children enrolled at the McGill Summer School for Gifted and Talented Children in Montreal while utilizing a particular teaching model. Five science lessons were analyzed by applying a newly developed scheme to classroom interactions. The scheme helps to identify three views of science, i.e., the two polar views of sensationalism and formalism, and a rational, balanced via media view. The pedagogy in this gifted class involved the application of the Calvin Taylor Multiple Talent Approach--a teaching model which focuses on developing six talent areas to enhance the inquiry skills of gifted/talented students. The talent areas include creativity and decision-making talents, planning and forecasting talents, communication talent, and thinking ability. Recognizing that gifted children have more general knowledge and varied experiences than students not so identified, it was hypothesized that applying the Taylor model would facilitate children's acquisition of a via media view of science; this was not borne out. Analysis revealed that only two of the six inquiry skills were being developed during lessons, and in such a way as to convey a sensationalist view of science more often than a via media view. These results have important implications in developing science curricula for and teaching science to gifted children. (JN)